This tutor has experience on our Schools Programme, which means they have worked with education professionals to provide one-to-one tuition in schools across the country. They have been trusted by teachers to deliver high quality, in-depth Online Lessons which complement what students learn in class.

About me

I am studying for an MSc in Economics at University College London. I did my undergraduate degree in Oxford studying Philosophy, Politics and Economics, and as a result am familiar with the tutorial system from the student's point of view. I am passionate about economics because it is an extremely useful tool for understanding the world, and provides a coherent framework for tackling many of the problems in modern society. The A level course is vital in instilling the fundamental intuitions and technical skills that help students succeed in a wide range of university degrees and career paths. As a practising economist, I believe driving home these insights from economics in one-to-one sessions is where I can add value to the student's learning. Philosophy is another passion of mine, particularly Philosophy of Religion, Ethics and Epistemology. Not only do I think these areas are intrinsically interesting, but the practice of philosophy is immensely valuable for instilling a logical mindset.

I am studying for an MSc in Economics at University College London. I did my undergraduate degree in Oxford studying Philosophy, Politics and Economics, and as a result am familiar with the tutorial system from the student's point of view. I am passionate about economics because it is an extremely useful tool for understanding the world, and provides a coherent framework for tackling many of the problems in modern society. The A level course is vital in instilling the fundamental intuitions and technical skills that help students succeed in a wide range of university degrees and career paths. As a practising economist, I believe driving home these insights from economics in one-to-one sessions is where I can add value to the student's learning. Philosophy is another passion of mine, particularly Philosophy of Religion, Ethics and Epistemology. Not only do I think these areas are intrinsically interesting, but the practice of philosophy is immensely valuable for instilling a logical mindset.

About my sessions

My tutorials are often student-led in terms of the content that they want to go through, but I am flexible and can accommodate for a range of student objectives. I pay close attention to the syllabus for the courses I teach, but also try to put the material in a wider context and ground it in real-world examples, which I am able to do given the one-to-one attention these tutorials provide.

My tutorials are often student-led in terms of the content that they want to go through, but I am flexible and can accommodate for a range of student objectives. I pay close attention to the syllabus for the courses I teach, but also try to put the material in a wider context and ground it in real-world examples, which I am able to do given the one-to-one attention these tutorials provide.

Johnathon was really helpful, his subject knowledge was also very strong. I really appreciated how he took the time to look through the work prior to tutorials and think of the best explanations for me!

Questions Jonathan has answered

What are some advantages and disadvantages of the 'first-past-the-post' electoral system?

Under first-past-the-post (FPTP), as practiced in the UK, each constituency elects one MP by what is called plurality voting. This means, more or less, that the candidate with the most votes wins. One advantage of this system is that it is simple to understand and therefore does not need to be explained to voters. This is in contrast to some other systems such as STV, which requires voters to rank a large number of candidates, and employs a relatively obscure method of picking the winning candidates based on these preferences. Another advantage of FPTP is that it provides a strong MP-constituency link, with one MP devoted to the needs of a particular geographical area. This can be contrasted with the closed or open list proportional systems, which can have many representatives per constituency. In Israel, for example, the whole country is one big constituency.

A disadvantage of FPTP is that it is not proportional, that is, parties' number of seats in the legislature do not accurately reflect the share of the popular vote in the election. FPTP tends to be biased towards bigger parties which can get more than 30% of the vote in a lot of constituencies. In 2005, the Labour party won a sizeable majority in the House of Commons with only 35.2% of the popular vote. Advocates of FPTP argue that this is actually a virtue of the system, as it allows for strong majority government even when no party commands majority support in the country as a whole.

Under first-past-the-post (FPTP), as practiced in the UK, each constituency elects one MP by what is called plurality voting. This means, more or less, that the candidate with the most votes wins. One advantage of this system is that it is simple to understand and therefore does not need to be explained to voters. This is in contrast to some other systems such as STV, which requires voters to rank a large number of candidates, and employs a relatively obscure method of picking the winning candidates based on these preferences. Another advantage of FPTP is that it provides a strong MP-constituency link, with one MP devoted to the needs of a particular geographical area. This can be contrasted with the closed or open list proportional systems, which can have many representatives per constituency. In Israel, for example, the whole country is one big constituency.

A disadvantage of FPTP is that it is not proportional, that is, parties' number of seats in the legislature do not accurately reflect the share of the popular vote in the election. FPTP tends to be biased towards bigger parties which can get more than 30% of the vote in a lot of constituencies. In 2005, the Labour party won a sizeable majority in the House of Commons with only 35.2% of the popular vote. Advocates of FPTP argue that this is actually a virtue of the system, as it allows for strong majority government even when no party commands majority support in the country as a whole.

What is the difference between accounting and economic profit?

Accounting profit is revenues minus explicit costs, which include wages and machine rental among other things. But there are also implicit costs, or opportunity costs. These can arise because the factors of production used by the firm (labour and capital) could potentially be used to make more money when put to another use. For example, say I start a business and take all the accounting profit for myself. If my firm requires 40 hours per week of my labour time, and only makes £40,000 accounting profit, when I could have made £50,000 working 40 hours per week for another firm, the economic profit is actually -£10,000.

Accounting profit is revenues minus explicit costs, which include wages and machine rental among other things. But there are also implicit costs, or opportunity costs. These can arise because the factors of production used by the firm (labour and capital) could potentially be used to make more money when put to another use. For example, say I start a business and take all the accounting profit for myself. If my firm requires 40 hours per week of my labour time, and only makes £40,000 accounting profit, when I could have made £50,000 working 40 hours per week for another firm, the economic profit is actually -£10,000.

What is the logical problem of evil?

The logical problem of evil is usually cast as an argument for the logical inconsistency of a number of claims that traditional theism holds. These include the claims: 1) God exists 2) God is omnipotent 3) God is omniscient 4) God is perfectly good and 5) Evil exists. The argument says that statements 1-4 are inconsistent with 5, since an omniscient God would know about all evils, an omnipotent God would be able to prevent them, and a perfectly good God would have an overriding reason to do so. The logical problem of evil can then be cast as a deductive argument from the premise that evil does in fact exist to the conclusion that the God of traditional theism (omnipotent, omniscient, perfectly good) does not exist. The logical problem can be contrasted with the evidential problem of evil, which does not claim that just any evil would be inconsistent with God, but that the existence of the kind of terrible suffering which we know to exist gives good evidence for the conclusion that such a God does not exist.

The logical problem of evil is usually cast as an argument for the logical inconsistency of a number of claims that traditional theism holds. These include the claims: 1) God exists 2) God is omnipotent 3) God is omniscient 4) God is perfectly good and 5) Evil exists. The argument says that statements 1-4 are inconsistent with 5, since an omniscient God would know about all evils, an omnipotent God would be able to prevent them, and a perfectly good God would have an overriding reason to do so. The logical problem of evil can then be cast as a deductive argument from the premise that evil does in fact exist to the conclusion that the God of traditional theism (omnipotent, omniscient, perfectly good) does not exist. The logical problem can be contrasted with the evidential problem of evil, which does not claim that just any evil would be inconsistent with God, but that the existence of the kind of terrible suffering which we know to exist gives good evidence for the conclusion that such a God does not exist.

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